Abstract: The study examines the contributions of school mathematics and ethnomathematics to out-of-basic school mathematics by analyzing the methodologies employed to solve practical algebraic word problems. The uniqueness of this study was centered on how the technique (?i) and technological (?i) concepts in the Anthropological Theory of the Didactic (ATD) approach were used to discover certain distinct ethnomathematics approaches used by the masses in solving practical word problems that were not well established in the available data. In a mixed method approach, the 353 respondents conveniently sampled from the Kumasi Metropolis demonstrated real enthusiasm in responding to the four tasks (Ti=1,4´ ) offered through interviews and questionnaires, demonstrating support for research into their out-of-basic school mathematics (I ¿¿ o)¿. The study found that not all working-class people rely solely on Western mathematical skills but blend them with ethnomathematics. Some interviewees used simple, readily available instruments to explain tasks, which could be relevant for mathematics instructional approaches. Despite applying their school mathematics and ethnomathematics knowledge to practical word problems, the results were unsatisfactory. The study recommends ethnomathematics as a potential intervening instructional approach that can make school mathematics applications easier and closer to students by leveraging their culture and understanding of real-life contexts.

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